Recent scholarship into school-based drama therapy (SBDT) has largely explored individual interventions and programs. What remains less understood are broad practice trends across SBDT in North America. The current study is an investigation of descriptive intervention vignettes (N = 49), aggregated from a larger 2018 survey of North American drama therapists. It is the third exploration of this data set and specifically seeks to understand SBDT practice vignettes within the context of drama therapy core processes. In applying the core processes as an analytic instrument to examine SBDT, this research dually investigates how drama therapists are using core processes in their school-based work as well as the use of the core processes as a research tool. Core processes were identified in each of the vignettes and their unique presence and frequency distribution contributed to further understanding SBDT across the profession. Limitations in using the core processes as a research tool are noted. Recommendations are made for SBDT intervention research and to better position the core processes for future research.

最近对基于学校的戏剧治疗（SBDT）的奖学金已在很大程度上探讨了个人干预措施和计划。仍然很少了解的是整个SBDT在北美的广泛实践趋势。目前的研究是对描述性干预短片的调查（N = 49），该数据来自2018年对北美戏剧治疗师的一项较大调查。这是对该数据集的第三次探索，尤其是旨在了解戏剧治疗核心过程中的SBDT实践渐晕。在将核心过程用作分析SBDT的分析工具时，本研究双重研究了戏剧治疗师在校本工作中如何使用核心过程以及将核心过程用作研究工具。在每个小插曲中都确定了核心流程，它们的独特存在和频率分布有助于进一步了解整个行业的SBDT。注意了将核心流程用作研究工具的局限性。为SBDT干预研究提出了建议，以更好地定位未来研究的核心流程。